Building Educated Citizens Through AI: Aligning with BC’s Core Competencies

BC's Revised Curriculum prioritizes the development of students' core competencies, which serve as the foundation for their growth into educated citizens. According to the Ministry's page, the core competencies are "sets of intellectual, personal, and social and emotional proficiencies that all students need in order to engage in deep, lifelong learning."

This means that all classes, regardless of grade level or subject, should help students deepen their understanding and application of these areas. Practices that foster this development should be encouraged, while those that hinder it should be reconsidered. AI, as a powerful tool, must align with this vision if it is to be implemented widely in BC's K-12 system. Specifically, AI should enhance students' Critical and Creative Thinking, Communication, and Personal and Social Awareness.

I would not support any AI implementation plan that impedes or stalls our students' pursuit of becoming educated citizens. Many raise legitimate concerns that unchecked technology can have this effect. Therefore, educators bear the responsibility of ensuring that students learn to navigate this brave new world of AI responsibly and productively.

At my most pessimistic, I can imagine a future where AI shifts from being a tool to becoming a crutch. In such a scenario, the core competencies we strive to instill could be dismissed as inconvenient obstacles rather than embraced as essential foundations. As one student recently remarked: "If we aren't careful with AI, we are going to turn into the humans from Wall-E." While I don’t believe this dystopian vision will come to pass, raising such concerns encourages students to reflect and ensures that this future never materializes.

Communication

If I have my way, that iconic line from Cool Hand Luke, "What we've got here is failure to communicate," will remain cinematic trivia rather than becoming a refrain in my classroom. Large Language Models (LLMs) like ChatGPT and Copilot have the potential to undermine students' communication skills if used carelessly. Writing and speaking are foundational skills we must nurture, not outsource.

We want our students to communicate effectively with one another and express their understanding confidently and clearly. To achieve this, we need to create learning environments conducive to meaningful collaboration and discussion—turning the page on sage-on-the-stage heavy pedagogy.

When lesson planning, I often use ChatGPT to design activities that promote peer-to-peer collaboration. I recently facilitated an exercise where groups simulated the prompting and response dynamics of an AI chatbot. While exploring the inner workings of generative AI, students engaged in lively discussions and deep reflections with their classmates.

Creative and Critical Thinking

AI, if poorly implemented, risks eroding students' ability to think critically and creatively. However, when used thoughtfully, AI can enhance these skills. Tools like ChatGPT can present students with a wide array of topics and perspectives to explore, making it a valuable resource for brainstorming—if used in moderation.

In my English 10 class, for example, I employed customized chatbots on SchoolAI to help students develop their ideas for a modernization of Edgar Allan Poe's The Tell-Tale Heart. Rather than providing ready-made stories, the chatbot validated their existing ideas and asked clarifying questions. This approach empowered students to take ownership of their creative process rather than delegating it to generative AI.

BC’s Revised Curriculum provides fertile ground for deep thinking. Every course offers opportunities for projects grounded in problem-solving. In these complex times, offering students the chance to critically examine the world around them is not just beneficial—it’s essential.

Personal and Social Awareness

The Social Awareness competency encourages students to "contribute to the well-being of their social and physical environments." Consequently, integrating AI into learning must go hand in hand with ethical discussions about its impact.

For instance, science teachers could assign inquiry projects that examine the environmental consequences of widespread AI adoption. Such projects would help students understand the broader implications of large-scale technological changes.

In my Philosophy 12 class, students are currently developing ethical frameworks to address specific AI-related concerns. Some are exploring the implications of generative art on creativity, while others are considering the effects of AI-driven job displacement. These exercises not only hone ethical reasoning but also cultivate personal and social responsibility.

Regardless of the subject, educators can provide opportunities for students to discuss AI’s ethical dimensions. Even a simple ChatGPT query—“List five discussion questions about ethical concerns related to AI in [your subject area]”—can spark meaningful dialogue. Such conversations simultaneously develop all three core competencies.

Final Thoughts

As BC educators, we have the privilege of teacher autonomy. With that privilege comes the responsibility to create classrooms where students are equipped to tackle the challenges of our time. I want every student who leaves my classroom to embody the qualities of an educated citizen: a deep thinker, an effective communicator, and a socially aware individual. I believe AI can be an ally in achieving this goal, but only if we implement it thoughtfully and responsibly.

AI Disclosure:

I leveraged ChatGPT to both edit this blogpost (Believe it or not, many of the em dashes were by my design.) and provide a fitting title.